Robotics or Coding? The Concept of Computational Thinking in Pre-service Teachers
Abstract Computational Thinking, through robotics or coding experiences, is being included in the school curriculum around the world. It is considered one of the necessary skills for surviving in the 21st century. However, teachers have often not been trained to teach Computational Thinking at school and do not even know exactly what it is. Therefore, we try to understand the concept of Computational Thinking by teachers in training through a mixed methodology, which allows us to detect important knowledge and errors in relation to this concept. However, on the other hand, good initial attitudes toward Computational Thinking are diagnosed, which can allow the specific training received in this field to be transferable to future contexts of teaching practice.
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Acevedo Borrega, J. (2016). El pensamiento computacional en la educación obligatoria. Una revisión sistemática de la literatura. Universidad de Extremadura.
Adell Segura, J., Esteve-Mon, F. M., Llopis Nebot, M. Á., & Valdeolivas Novella, M. G. (2017). El Pensamiento Computacional en la formación inicial del profesorado de Infantil y Primaria. In Actas EDICIONES UNIVERSIDAD DE SALAMANCA 42 EKS, 2018, vol. 19, n. 2 de las XXV Jornadas Universitarias de Tecnología Educativa (pp. 1–7). Burgos: Red Universitaria de
Tecnología Educativa.
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of. Journal of Computer Assisted Learning, 1(4), 292–302. https://doi.org/10.1111/j.1365-2729.2005.00135.x
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 19(3), 47–57.
Barr, V., & Stephenson, C. (2011). Bringing Computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). El Pensamiento Computacional en la Enseñanza Obligatoria (Computhink). Implicaciones para la política y la práctica. Developing Computational Thinking in Compulsory Education. Implications for policy and practice. https://doi.org/10.2791/792158
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016a). Developing Computational Thinking : Approaches and Orientations in K-12 Education. In Proceedings of the EdMedia 2016 Conference (pp. 1–7). Vancouver, BC, Canada: EdMedia.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016b). Exploring the Field of Computational Thinking As a 21st Century Skill. In Proceedings of the EDULEARN16 (Vol. 16, pp. 4725–4733). Barcelona: EDULEARN. https://doi.org/10.21125/edulearn.2016.2136
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Annual American Educational Research Association meeting (pp. 1–25). Vancouver, BC, Canada. Retrieved from http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
Bustillo Bayón, J. (2015). Formación del profesorado con scratch: análisis de la escasa incidencia en el aula. Opción, 31(1), 164–182. Retrieved from http://www.redalyc.org/pdf/310/31043005010.pdf
Bustillo, J., & Garaizar, P. (2015). Scratching the surface of digital literacy... but we need to go deeper. In Proceedings of the Frontiers in Education Conference (FIE). Madrid: IEEE. https://doi.org/10.1109/FIE.2014.7044224
Cela-Ranilla, J., Esteve, V., Esteve Mon, F. M., González Martínez, J., & Gisbert Cervera, M. (2017). El docente en la sociedad digital: una propuesta basada en la pedagogía transformativa y en la tecnología avanzada. Profesorado. Revista de Currículum y Formación del Profesorado, 21(1), 403-422.
Dapozo, G., Petris, R., Greiner, C., Espíndola, M. C., Company, A. M., & López, M. (2016). Capacitación en programación para incorporar el pensamiento computacional en las escuelas. In A. E. De Giusti, I. Sattolo, J. S. Ierache, & P. M. Pesado (Eds.), XI Congreso de Educación en Tecnología y Tecnología en Educación (pp. 113–121). Buenos Aires (Argentina): Universidad de Morón. Retrieved from http://teyet-revista.info.unlp.edu.ar/wp-content/uploads/2016/08/Capacitación-en-programación-paraincorporar-el-pensamiento-computacional-en-las-escuelas.pdf
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 1539–1523. https://doi.org/10.1080/15391523.2010.10782551
Estebanell Minguell, M., González Martínez, J., Peracaula Bosch, M., & López Simó, V. (2017). About the concept of Computational Thinking and its educational potentialities by pre-service teachers. In López Chova, L., López Martínez, A., & Candel Torres, I. (Eds.), Proceedings of the 2017 EduLearn 9th International Conference on Education and New Learning Technologies (pp. 6624–6630). Barcelona: EDULEARN. https://doi.org/10.21125/edulearn.2017.2510
European Commission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report. Luxembourg: Publications Office of the European Union. https://doi.org/10.2797/93204
Fernández-Llamas, C., Conde, M. A., Rodríguez-Lera, F. J., Rodríguez-Sedano, F. J., & García, F. (2018). May I teach you? Students’ behavior when lectured by robotic vs. human teachers. Computers in Human Behavior, 80, 460–469. https://doi.org/10.1016/j.chb.2017.09.028
Fernández-Llamas, C., Conde, M. Á., Rodríguez-Sedano, F. J., Rodríguez-Lera, F. J., & Matellán-Olivera, V. (2017). Analysing the Computational Competences Acquired by K-12 Students When Lectured by Robotic and Human Teachers. International Journal of Social Robotics. https://doi.org/10.1007/s12369-017-0440-9
Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-smith, J., Voogt, J., & Zagami, J. (2016). Arguing for Computer Science in the School Curriculum. Educational Technology & Society, 19(3), 38–46.
Furber, S. (2012). Shut down or restart? The way forward for computing in UK schools. London (UK): The Royal Society.
García-Peñalvo, F. J. (2016). Presentation of the TACCLE3 Coding European Project. Salamanca. Retrieved from http://repositorio.grial.eu/handle/grial/654
García-Peñalvo, F. J., Reimann, D., Tuul, M., Rees, A. M., & Jormanainen, I. (2016). TACCLE 3, O5: An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers. Belgium. https://doi.org/10.5281/zenodo.165123.
Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Kotsopoulos, D., Floyd, L., Khan, S., Namukasa, I. K., Somanath, S., Weber, J., & Yiu, C. (2017). A Pedagogical Framework for Computational Thinking. Digital Experiences in Mathematics Education, 2017(March), 1–18. https://doi.org/10.1007/s40751-017-0031-2
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association. New York City, March 24–28, 2008.
Morreale, P., & Joiner, D. (2011). Changing Perceptions of Computer Science and Computational Thinking Among High School Teachers. Journal of Computing Sciences in Colleges, 26(6), 71–77.
Morreale, P., Jimenez, L., Goski, C., & Stewart-Gardiner, C. (2012). Measuring the impact of computational thinking workshops on high school teachers. Journal of Computing Sciences in Colleges, 27(6), 151–157.
Plomp, T., & Nieveen, N. (2010). An Introduction to Educational Design Research. Enschede (Netherlands): SLO. Netherlands institute for curriculum development. Retrieved from http://www.slo.nl/downloads/2009/Introduction_20to_20education_20design_20research.pdf/download
Prieto-Rodriguez, E., & Berretta, R. (2014). Digital Technology Teachers’ Perceptions of Computer Science: It is no all about programming. In Frontiers in Education Conference (pp. 1–5). USA: IEEE.
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728. https://doi.org/10.1007/s10639-015-9412-6
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2010). Computational Thinking: What and Why? The Link Magazine. Yadav, A., Gretter, S., Good, J., & Mclean, T. (2017). Computational Thinking in Teacher Education. In Spector, M., Bishop, M. J., & Ifenthaler, D. (Eds.), Emerging Research, Practice, and Policy on Computational Thinking (pp. 205–220). Bloomington (IN, US): Springer. https://doi.org/10.1007/978-3-319-52691-1
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7
Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. Revista de Educación a Distancia (RED), 46, 1–47. https://doi.org/10.6018/red/46/4
Adell Segura, J., Esteve-Mon, F. M., Llopis Nebot, M. Á., & Valdeolivas Novella, M. G. (2017). El Pensamiento Computacional en la formación inicial del profesorado de Infantil y Primaria. In Actas EDICIONES UNIVERSIDAD DE SALAMANCA 42 EKS, 2018, vol. 19, n. 2 de las XXV Jornadas Universitarias de Tecnología Educativa (pp. 1–7). Burgos: Red Universitaria de
Tecnología Educativa.
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of. Journal of Computer Assisted Learning, 1(4), 292–302. https://doi.org/10.1111/j.1365-2729.2005.00135.x
Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Malyn-Smith, J., & Zagami, J. (2016). A K-6 Computational Thinking Curriculum Framework: Implications for Teacher Knowledge. Educational Technology & Society, 19(3), 47–57.
Barr, V., & Stephenson, C. (2011). Bringing Computational thinking to K-12: What is involved and what is the role of the computer science education community? ACM Inroads, 2(1), 48–54. https://doi.org/10.1145/1929887.1929905
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., & Engelhardt, K. (2016). El Pensamiento Computacional en la Enseñanza Obligatoria (Computhink). Implicaciones para la política y la práctica. Developing Computational Thinking in Compulsory Education. Implications for policy and practice. https://doi.org/10.2791/792158
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016a). Developing Computational Thinking : Approaches and Orientations in K-12 Education. In Proceedings of the EdMedia 2016 Conference (pp. 1–7). Vancouver, BC, Canada: EdMedia.
Bocconi, S., Chioccariello, A., Dettori, G., Ferrari, A., Engelhardt, K., Kampylis, P., & Punie, Y. (2016b). Exploring the Field of Computational Thinking As a 21st Century Skill. In Proceedings of the EDULEARN16 (Vol. 16, pp. 4725–4733). Barcelona: EDULEARN. https://doi.org/10.21125/edulearn.2016.2136
Brennan, K., & Resnick, M. (2012). New frameworks for studying and assessing the development of computational thinking. In Annual American Educational Research Association meeting (pp. 1–25). Vancouver, BC, Canada. Retrieved from http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf
Bustillo Bayón, J. (2015). Formación del profesorado con scratch: análisis de la escasa incidencia en el aula. Opción, 31(1), 164–182. Retrieved from http://www.redalyc.org/pdf/310/31043005010.pdf
Bustillo, J., & Garaizar, P. (2015). Scratching the surface of digital literacy... but we need to go deeper. In Proceedings of the Frontiers in Education Conference (FIE). Madrid: IEEE. https://doi.org/10.1109/FIE.2014.7044224
Cela-Ranilla, J., Esteve, V., Esteve Mon, F. M., González Martínez, J., & Gisbert Cervera, M. (2017). El docente en la sociedad digital: una propuesta basada en la pedagogía transformativa y en la tecnología avanzada. Profesorado. Revista de Currículum y Formación del Profesorado, 21(1), 403-422.
Dapozo, G., Petris, R., Greiner, C., Espíndola, M. C., Company, A. M., & López, M. (2016). Capacitación en programación para incorporar el pensamiento computacional en las escuelas. In A. E. De Giusti, I. Sattolo, J. S. Ierache, & P. M. Pesado (Eds.), XI Congreso de Educación en Tecnología y Tecnología en Educación (pp. 113–121). Buenos Aires (Argentina): Universidad de Morón. Retrieved from http://teyet-revista.info.unlp.edu.ar/wp-content/uploads/2016/08/Capacitación-en-programación-paraincorporar-el-pensamiento-computacional-en-las-escuelas.pdf
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher Technology Change: How Knowledge, Confidence, Beliefs, and Culture Intersect. Journal of Research on Technology in Education, 42(3), 1539–1523. https://doi.org/10.1080/15391523.2010.10782551
Estebanell Minguell, M., González Martínez, J., Peracaula Bosch, M., & López Simó, V. (2017). About the concept of Computational Thinking and its educational potentialities by pre-service teachers. In López Chova, L., López Martínez, A., & Candel Torres, I. (Eds.), Proceedings of the 2017 EduLearn 9th International Conference on Education and New Learning Technologies (pp. 6624–6630). Barcelona: EDULEARN. https://doi.org/10.21125/edulearn.2017.2510
European Commission/EACEA/Eurydice. (2012). Developing Key Competences at School in Europe: Challenges and Opportunities for Policy. Eurydice Report. Luxembourg: Publications Office of the European Union. https://doi.org/10.2797/93204
Fernández-Llamas, C., Conde, M. A., Rodríguez-Lera, F. J., Rodríguez-Sedano, F. J., & García, F. (2018). May I teach you? Students’ behavior when lectured by robotic vs. human teachers. Computers in Human Behavior, 80, 460–469. https://doi.org/10.1016/j.chb.2017.09.028
Fernández-Llamas, C., Conde, M. Á., Rodríguez-Sedano, F. J., Rodríguez-Lera, F. J., & Matellán-Olivera, V. (2017). Analysing the Computational Competences Acquired by K-12 Students When Lectured by Robotic and Human Teachers. International Journal of Social Robotics. https://doi.org/10.1007/s12369-017-0440-9
Fluck, A., Webb, M., Cox, M., Angeli, C., Malyn-smith, J., Voogt, J., & Zagami, J. (2016). Arguing for Computer Science in the School Curriculum. Educational Technology & Society, 19(3), 38–46.
Furber, S. (2012). Shut down or restart? The way forward for computing in UK schools. London (UK): The Royal Society.
García-Peñalvo, F. J. (2016). Presentation of the TACCLE3 Coding European Project. Salamanca. Retrieved from http://repositorio.grial.eu/handle/grial/654
García-Peñalvo, F. J., Reimann, D., Tuul, M., Rees, A. M., & Jormanainen, I. (2016). TACCLE 3, O5: An overview of the most relevant literature on coding and computational thinking with emphasis on the relevant issues for teachers. Belgium. https://doi.org/10.5281/zenodo.165123.
Grover, S., & Pea, R. (2013). Computational Thinking in K-12: A Review of the State of the Field. Educational Researcher, 42(1), 38–43. https://doi.org/10.3102/0013189X12463051
Kotsopoulos, D., Floyd, L., Khan, S., Namukasa, I. K., Somanath, S., Weber, J., & Yiu, C. (2017). A Pedagogical Framework for Computational Thinking. Digital Experiences in Mathematics Education, 2017(March), 1–18. https://doi.org/10.1007/s40751-017-0031-2
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Mishra, P., & Koehler, M. J. (2008). Introducing technological pedagogical content knowledge. Paper presented at the Annual Meeting of the American Educational Research Association. New York City, March 24–28, 2008.
Morreale, P., & Joiner, D. (2011). Changing Perceptions of Computer Science and Computational Thinking Among High School Teachers. Journal of Computing Sciences in Colleges, 26(6), 71–77.
Morreale, P., Jimenez, L., Goski, C., & Stewart-Gardiner, C. (2012). Measuring the impact of computational thinking workshops on high school teachers. Journal of Computing Sciences in Colleges, 27(6), 151–157.
Plomp, T., & Nieveen, N. (2010). An Introduction to Educational Design Research. Enschede (Netherlands): SLO. Netherlands institute for curriculum development. Retrieved from http://www.slo.nl/downloads/2009/Introduction_20to_20education_20design_20research.pdf/download
Prieto-Rodriguez, E., & Berretta, R. (2014). Digital Technology Teachers’ Perceptions of Computer Science: It is no all about programming. In Frontiers in Education Conference (pp. 1–5). USA: IEEE.
Voogt, J., Fisser, P., Good, J., Mishra, P., & Yadav, A. (2015). Computational thinking in compulsory education: Towards an agenda for research and practice. Education and Information Technologies, 20(4), 715–728. https://doi.org/10.1007/s10639-015-9412-6
Wing, J. M. (2006). Computational Thinking. Communications of the ACM, 49(3), 33–35. https://doi.org/10.1145/1118178.1118215
Wing, J. M. (2010). Computational Thinking: What and Why? The Link Magazine. Yadav, A., Gretter, S., Good, J., & Mclean, T. (2017). Computational Thinking in Teacher Education. In Spector, M., Bishop, M. J., & Ifenthaler, D. (Eds.), Emerging Research, Practice, and Policy on Computational Thinking (pp. 205–220). Bloomington (IN, US): Springer. https://doi.org/10.1007/978-3-319-52691-1
Yadav, A., Hong, H., & Stephenson, C. (2016). Computational Thinking for All: Pedagogical Approaches to Embedding 21st Century Problem Solving in K-12 Classrooms. TechTrends, 60(6), 565–568. https://doi.org/10.1007/s11528-016-0087-7
Zapata-Ros, M. (2015). Pensamiento computacional: Una nueva alfabetización digital. Revista de Educación a Distancia (RED), 46, 1–47. https://doi.org/10.6018/red/46/4
González Martínez, J., Estebanell Minguell, M., & Peracaula Bosch, M. (2018). Robotics or Coding? The Concept of Computational Thinking in Pre-service Teachers. Education in The Knowledge Society, 19(2), 29–45. https://doi.org/10.14201/eks20181922945
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